新詩的教學應重視學生認知領域的成長，方能提升其語文能力，其主要可分成「鑑賞」與「創作」兩方面。「鑑賞」可以讓學習者更加瞭解詩歌的形式與內涵，「創作」則是學習者在鑑賞詩歌後的詮釋。經由兩者的評量，可瞭解學生對於新詩的理解。本文運用2001 年修訂的Bloom認知領域教育目標，釐清新詩教學中「知識向度」與「認知歷程向度」的內涵，以「知識向度」分析新詩課程可含括的內容，並從「認知歷程向度」探討新詩評量的方式，運用Bloom 的認知領域教育目標中的二向度分類表，自目標與文本分析及活動與評量設計兩個面向進行設計，除釐清繁雜的教學內涵外，更步驟化教學活動，與評量進行搭配。研究發現，以2001年修訂的Bloom認知領域教育目標運用於新詩教學與評量，有其實用性與可行性。

In addition to the affective domain, poetry teaching must be emphasized on the cognitive domain to help learners promote their language abilities. Poetry teaching can be separated into Appreciation and Literary Creation. Appreciation is to understand the form and meaning of the poetry; and literary creation is to interpret the poetry. We can acknowledge the understanding of learners through these 2 processes. In this article, the writer applied Knowledge Dimension and Cognitive Process Dimension in Bloom's taxonomy of educational objectives to poetry teaching. Analysis of the contents in poetry teaching is based on knowledge dimension, and the analysis of the methods of poetry evaluation is based on cognitive process dimension. The application of the taxonomy table to the analysis of goal and text and the design of activity and evaluation helps clarify teaching contents, methodize teaching activities, and integration with the evaluation. Therefore, it is practical to apply Bloom's taxonomy of educational objectives in designing curricula for poetry teaching.